English

"Open our minds to discover new things about you and the world." - Sacred Heart Mission Prayer

Intent

At Sacred Heart Catholic Primary School, we believe that literacy and communication are key life skills. A secure basis in literacy is essential for achieving a high-quality education and gives our children the tools they need to participate fully in society.

Through the English curriculum, we help children to develop the skills and knowledge which enables them to communicate effectively and creatively with the world. We encourage children to enjoy and appreciate an expansive variety of literature. To achieve this, we provide a rich and stimulating language environment, where speaking and listening, reading and writing are integrated and, where language and literature are enjoyed and valued by all. We strive to nurture a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We recognise the importance of providing reading and writing opportunities in all areas of the curriculum as well as providing children with the opportunity to communicate their ideas through the use of ICT. The development of handwriting is facilitated and encouraged through well planned sequenced lessons. This enables our children to become confident, competent and expressive users of the English language. We believe that it is crucial for our pupils to foster an enthusiasm and love of reading combined with a habit of reading extensively and frequently.


What is English?

Implementation

Detailed information about the implementation of our English Curriculum can be found in the English Policy. See our website under 'Curriculum Policies'. 

We have a rigorous and well organised English curriculum that provides purposeful opportunities for reading, writing and speaking and listening. Teachers use the Wandsworth Medium term plans to inform our daily planning, also ensuring that cross curricular links with current topic work are woven into the programme of study. Writing is based on four areas:

• Writing to entertain.

• Writing to inform.

• Writing to persuade.

• Writing to discuss.

Children are encouraged to understand the purpose of their writing so that they can apply features applicable to that genre. Where appropriate, texts are selected to link to the class topic being taught. Progression of skills and knowledge in writing is ensured by following Jane Considine’s ‘Progression through Genres’ document. Our curriculum clearly follows the aims of the National Curriculum for English 2014.

Reading

Teaching children to become both excellent readers and to love reading is a large and exciting part of what we do at Sacred Heart Primary School. We have lots of opportunities for reading inspiring books and materials. Each week teachers, teaching assistants, therapists and volunteers (including parents) listen to children read in school and we ensure reading books are carefully matched to ability throughout the school which are book banded for all pupils throughout the school. We are also very fortunate to have two well-stocked libraries where children can enjoy being read to and choose a reading-for-pleasure book of their own. For additional information please see our reading page. 

In EYFS and KS1, children participate in engaging daily phonics lessons based on Little Wandle Letters and Sounds Revised. 

In KS2, the Destination Reader programme allows children to read with greater understanding, enjoyment and purpose. Reading strategies are explicitly taught in lessons and through this talk-based approach to reading, children are able to discuss texts, voice opinions and explore content at a deeper level. This talk-based approach naturally helps children express themselves across the curriculum. 

The online programme ‘Reading Eggs’ supports reading, comprehension skills and spelling in Key Stage 2 by providing differentiated lessons and activities which children participate in at least once per week at school and can access lessons at home when desired. Furthermore, children and their families have access to an online library of over three thousand books. Key Stage 2 children are set a differentiated homework task every week. Teachers encourage children to read books which support in-class topics in areas such as science, history and geography. 

Writing

We aim to develop the children’s ability to produce well structured, detailed writing in which the meaning is made clear and which engages the interest of the reader.  We use a range of stimuli such as rich texts, drama, hot seating, role play and the use of film clips or pictures to inspire children's writing.  Where possible, we make links to other areas of the curriculum such as history and geography.  

ICT is used where it enhances, extends and complements English teaching and learning. Reading and writing are recognised on all foundation subject action plans with these key skills being enhanced in all areas of the curriculum.

Impact

The school council sorting through the entries for the Black History Month Competition 2022. They then selected a winner from each class. The winners’ projects are now displayed outside the school on a poster.

We strive to ensure that our children reach their true potential whilst at Sacred Heart. Our aim is that attainment in reading and writing is at least in line with children’s age related expectations. We measure this carefully using a range of methods and materials. It is our ambition that the children who attend our school will be academically prepared for the next phase of their education, in Britain or the wider world.

To be able to achieve this:

• Marking is in line with the school’s policy. 

• Children in Reception are assessed on entry using the Reception baseline assessment framework. 

• Children are assessed during their reception year using the Foundation Stage Profile and are formally assessed at the end of each Key Stage.  

• All Year 1 pupils take part in the phonics screening. Children, who do not achieve the expected level at the end of Year 1, are offered additional support to help them achieve the required level by the end of Year 2. If this is still not achieved, they are supported in phonics until they meet the required level.

• From Year 1 onwards, pupils record their work in their English books which is evaluated through pupil self-assessment, peer assessment and teacher assessment.

• Teachers use assessment to ensure planning is based on prior attainment and that pupils know what they need to do to achieve the next step in their learning; this is achieved through individual and group conferencing. This may take the form of marking grids, success criteria or ladders, which both pupils and teachers complete. 

• Parents are invited to consultation meetings twice a year and are sent an annual end of year report. Targets are shared with parents during parent consultations, which they are encouraged to further practice at home. 

• Analysis of assessment data is used to set curricular school targets. 

• Book scrutinies are carried out half-termly in phase groups and termly by SLT to monitor progression and identify areas for development.

• Each teacher keeps a record of the children’s progress on Sonar (the school’s online tracking system).


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